49 49 FREE SPIRIT PUBLISHING PROFESSIONAL RESOURCES Big Conversations with Little Children Addressing Questions, Worries, and Fears Grades Pre·K–3 Pub Date: April 2022 Paperback 228 pages Trim Size: 8.5 in. x 11 in. 9781631986321 by Lauren Starnes A Practical Guide to Mental Health & Learning Disorders for Every Educator How to Recognize, Understand, and Help Challenged (and Challenging) Students to Succeed Grades K–12 Pub Date: September 2015 Paperback 256 pages Trim Size: 8.5 in. x 11 in. 9781631981760 by Myles Cooley 9 CHAPTER 1 Effective Classroom Policies and Procedures “The least intrusive prevention strategy is to teach students rules and routines that will facilitate their success.” —Mary Margaret Kerr and C. Michael Nelson, educators and authors Students with mental health and learning disorders often have challenges at school that extend beyond academics. Much of the time, they need accommodations and additional supports to help them function in the classroom. Depending on a student’s disorder and its severity, you may even need to teach basic classroom expectations and consistently reinforce them. Otherwise, a student’s behavioral or learning difficulties can interfere with your teaching—and test your patience. It’s important to remember that inappropriate behaviors are not often the result of students consciously disregarding rules. Instead, these students may be experiencing effects of disorders that make it difficult for them to comply with classroom expectations. For example, a child with ADHD may understand rules and try to obey them but find it very hard to control impulsive urges. A student with language deficits might have difficulty understanding or remembering rules. There are many possible ways in which students’ disorders can affect their abili- ties to show appropriate behavior and academic skills. It’s important to acknowledge students’ difficulties, and also to proactively help students develop strategies to comply with expectations. This chapter offers some basic classroom management information to keep in mind when working with chil- dren who have mental health and learning disorders. You will also find specific sup- ports, accommodations, and interventions within the respective disorder chapters. School Rules Educators should develop school rules in conjunction with a mission statement that clarifies their school’s purpose and goals. It’s important that teachers, coun- selors, administrators, and other school staff participate in developing rules and disciplinary policies. In a school with a Multi-Tiered System of Supports, or MTSS (see chapter 2), teaching rules is an essential first step. Many schools and districts involve children and families in creating student codes of conduct. Initiatives to address bullying, in particular, bring school staff, students, and parents together in efforts to build respectful school communities. This collaborative approach can increase staff and student buy-in and ensure that expectations for appropriate behavior are clear to the entire school community. While conduct guidelines will vary between schools, there are some important principles to remember when establishing school rules. 11 Partnering with Families About Communicating with Children “Children are the priority. Change is the reality. Collaboration is the strategy.” —Judith Billings It is essential that early childhood teachers find a method to learn from families on a daily basis how their child is feeling and functioning, generally speaking. This best practice ensures consistent communication and provides you with critical insight that can help you support the child. Learning that “Vinnie didn’t sleep well last night” or “Makayla woke up grumpy this morning” gives you information about the child’s demeanor and emotions and cues you to things to be mindful of or signs and symptoms to be watching for. This daily communication also builds trust and opens dialogue for other potential topics. General Family Check-In Questions To invite daily information from families, you might greet family adults at drop-off, use a form that is sent home with the child, or email or text a parent. Questions like the following can foster this brief exchange: X “How is Xavier doing at home?” X “How was Peyton’s weekend/evening?” X “Is there anything new I should know?” X “How did Ava sleep last night?” X “How is Kaylee feeling today?” X “How has Ryan’s morning been so far?” X “Malachi seems to be in a very good mood today. What is he so happy about this afternoon?” X “How is the Rodriguez family doing today?” X “Emma has a birthday coming up. How are you feeling about her turning four?” X “I have not seen Mom/Dad in a few days. How is she/he doing?” Offers practical strategies for teaching and supporting students with mental health and learning disorders. · Practical, jargon-free information to help any teacher support students with a range of challenges. · Expert advice from a clinical psychologist · Includes a detailed list of recommended resources. Be prepared to respond to a wide range of potentially tough questions and sensitive concerns posed by young children. · Provides guidance on how to approach specific topics related to family, illness and death, social issues, and upheaval and violence · Fully based in developmentally appropriate practice, this book helps educators support young children in a way that preserves their dignity and innocence when they encounter world and social events in addition to honoring the family’s preferred approach · Empowers educators and families to answer sensitive or tough questions children pose, respond to their worries and concerns, and be prepared for an ongoing dialogue
